SCI is a social competence intervention developed by Stichter et al. (2010) that combines both cognitive-behavioral and applied behavior analysis principals within a group-based structure. Specifically, the intervention is designed to enhance the social competence needs of elementary, middle school, and high school youth with social skill deficits. Each version provides structure, consistency, and scaffolding […]
This intervention has been shown to be successful in multiple classroom settings such as during the use of direct instruction, classwide peer tutoring, and computer-assisted instruction. An OTR is described as a teacher behavior (question, prompt, cue) that invites or solicits an individual student response or a unison response. These student responses can be verbal […]
CW-FIT is a behavioral intervention designed to explicitly teach and reinforce appropriate social behaviors through the use of a game like activity that can be implemented within the general education classroom setting. This intervention can be strategically implemented during “problem” times of the day to decrease problem behavior. CW- FIT incorporates multiple research-based behavioral strategies […]
Although there is a wealth of existing behavioral interventions, many rely solely on teacher implementation, require significant attention, and may be difficult to apply consistently (Briesch & Chafouleas, 2009). In contrast, self-management interventions make students responsible for tracking their own behavior. At the core of self-management, is self-monitoring where students are provide with the definitions […]
Noncontingent reinforcement (NCR) is a powerful method to reduce problematic behavior. NCR involves giving the student access to a reinforcer frequently enough that they are no longer motivated to exhibit disruptive behavior to obtain that same reinforcer. A classic example of NCR is a teacher placing a child on his or her lap during group […]
Children will continue to engage in problem behaviors that are reinforced. Therefore, it is important to minimize reinforcement for disruptive behavior to reduce disruptive behavior. Unfortunately, simply removing reinforcement often results in an “extinction burst”. DR interventions have been developed to concurrently remove or reduce reinforcement for the problem behavior while reinforcing a functionally similar […]
To lower the incidence of inappropriate behaviors, including escape behaviors, the child, teacher and parent will write a contract of appropriate behavior goals. Reinforcements will be given at different stages according to the contract. Full Intervention Brief: Behavioral Contracts
Motivating students to do certain tasks may be difficult. The mystery component in this intervention is based on offering an unknown reinforcer. The mystery will engage students in the academic task, even when the task is difficult. Full Intervention Brief: Mystery Motivator Modeling Videos: Video 1, Video 2, Video 3 Evidence Brief: Mystery Motivator EB
Students receive immediate corrective feedback after the information has been provided during whole group instruction. Students respond to questions by holding up cards, rather than waiting to be called on individually. Full Intervention Brief: Response Cards Evidence Brief: Response Cards EB Modeling Videos: Video 1, Video 2, Video 3